学前儿童发展概论第一章

儿童发展概论

GrowthandDevelopment首都师范大学黄翯青发展学科：一门关于年龄的科学孔子关于年龄的思想吾十有五，而志与学，三十而立，四十而不惑，五十而知天命，六十而耳顺，七十而从心所欲，不愈矩。零岁出场亮相十岁天天向上二十远大理想三十到处吃香四十奋发图强五十开始走样六十衣锦还乡七十打打麻将八十晒晒太阳,九十躺在床上,一百岁肯定挂在墙上。我的世界：人若有100岁的境界，80岁的胸怀，60岁的智慧，40岁的意志，20岁的激情，加上两三岁的童心，该有多好啊！！！全书内容概要第一章绪论第二章儿童发展的基础第三章儿童感知觉和注意的发展第四章儿童记忆的发展第五章儿童想象、思维的发展第六章儿童言语的发展第七章儿童情绪的发展第八章儿童社会性的发展第九章儿童个性的发展第十章儿童道德的发展第十一章儿童发展的认知神经科学研究第一章绪论第一节儿童发展概述第二节儿童发展研究的历史和现状第三节儿童发展研究方法第一节儿童发展概述儿童期涵盖的年龄范围儿童发展的年龄范围是个体从不成熟成熟这一成长阶段，是个体生命发展的重要组成部分。混沌，未分化分化，专门化被动，不随意主动，随意认识外部认识内部态度不稳定稳定生物人社会人

一儿儿童童发发展展概概念念儿童童的的哪哪些些方方面面在发发展展和和变变化化？？儿童童发发展展的的领领域域生理理发发展展认知知发发展展个性性和和社社会会性性发发展展文化化性性发发展展发展展是是指指个个体体身身体体、、生生理理、、心心理理、、行行为为等等方方面面的的发发育育、、成成长长、、分化化、、成成熟熟和和变变化化的的过过程程。。身体体结结构构的的变变化化思维维方方式式的的变变化化13学步步儿儿和和5岁孩孩子子的的身身体体样样子子很很不不一一样样。。这这个个女女孩孩和和她她的的小小弟弟弟弟相相比比，，身身体体线线条条看看上上去去更更像像大大人人。。儿童童发发展展的的特特点点发展展的的基基础础性性发展展的的递递进进性性发展展的的易易感感性性儿童童发发展展的的特特点点发展展的的基基础础性性发展展的的递递进进性性发展展的的易易感感性性儿童童发发展展的的特特点点发展展的的基基础础性性发展展的的递递进进性性发展展的的易易感感性性儿童童发发展展的的特特点点发展展的的基基础础性性发展展的的递递进进性性发展展的的易易感感性性儿童童发发展展的的概概念念发展展的的基基础础性性发展展的的递递进进性性发展展的的易易感感性性年龄龄领域域第二二节节儿儿童童发发展展研研究究的的历历史史和和现现状状.儿童童发发展展和和人人类类发发展展心理理的的种种系系发发展展广义义发展展心心理理学学狭义义发展展心心理理学学心理理的的种种族族发发展展个体体心心理理发发展展（（生生→死））2.发展展心心理理学学的的概概念念研究究个个体体从从受受精精卵卵开开始始到到出出生生、、到到成成熟熟、、直直至至衰衰老老的的生生命命全全程程中中心心理理发发生生、、发发展展的的特特点点和和规规律律的的科科学学。。即研研究究毕毕生生心心理理发发展展特特点点和和规规律律的的科科学学。。比较较心心理理学学（（动动物物心心理理学学））民族族心心理理学学广义义发发展展心心理理学学是研研究究种种系系和和个个体体心心理理发发生生与与发发展展的的科科学学包含含心心理理的的种种系系发发展展（（比比较较心心理理学学/动物物心心理理学学））、、心心理理的的种种族族发发展展（（民民族族心心理理学学））和和个个体体心心理理发发展展（（个个体体发发展展心心理理学学））。。狭义义发发展展心心理理学学即个体体发发展展心心理理学学，是是关关于于人人的的个个体体从从受受精精卵卵开开始始到到出出生生、、成成熟熟、、直直至至衰衰老老的的生生命命全全程程中中心心理理发发生生、、发发展展特特点点和和规规律律的的科科学学。。发展展心心理理学学发展心理学毕生（生命全程）年龄特征研究对象研究内容二部分四方面感觉知觉记忆想象思维兴趣动机情感价值观自我意识气质性格社会生活教育条件生理因素动作活动发展言语发展认知社会性质的特征智力力活活动动人格格先天天后后天天外因因内内因因阶段段连连续续青春期胎儿受精卵—出生——成熟——衰老婴儿期童年期青年期中年期老年期幼儿期个体体发发展展心心理理学学（狭义义）基本本原原理理三、、种种系系发发展展与与个个体体发发展展种系发发展（广义）种族发发展个体心心理发发展（狭义）动物人类动物/比较较心理学学民族心理学学个体发发展心心理学学什么东东西早早上是是四条条腿，，到了了中午午是两两条腿腿，当当太阳阳落山山时又又变为为三条条腿？？斯芬克克斯之之谜人个体心心理发发展与与种系系心理理发展展的关关系个体发发展与与种系系心理理发展展的理理论，，最有有代表表性的的还是是20世纪初初霍尔尔（）的复复演说说。带了81位博士士生，，三分分之一一是大大学校校长或或是国国际上上有名名的心心理学学家，，如杜杜威、、卡特特尔主要观观点：：“儿童童乃成成人之之父””。个体的的发育育和发发展是是种系系发生生的各各主要要阶段段的再再现。。1、胎儿儿在胎胎内的的发展展复演演了动动物的的进化化过程程。2、儿童童和青青少年年时期期的心心理发发展复复演了了人类类进化化过程程①阶段段：乳乳儿期期复演演了从从动物物到人人的进进化；；②8岁前的的儿童童复演演着原原始人人的渔渔猎时时代；；③8-12岁儿童期期复演演由蒙蒙昧时时代向向文明明时代代的过过渡时时期④少年期期复演了了中世世纪人人类的的特征征；⑤青年期期复演了了近代代风云云变幻幻的人人类特特征。。⑥青年期期复演着着人类类浪漫漫主义义时代代。复演说说结构构图动物物原原始人人现现代人人胎儿儿出出生生成成熟熟评论错误：：引向向生物物决定定论（3）评价价霍尔的的复演演说引引起了了心理理学界界很大大争议议，我我们应应用辩辩证的的眼光光来评评价它它。复复演说说有其其正确确的一一面，，因为为我们们在个个体心心理发发展的的过程程中确确实看看到了了一些些返祖祖现象象。但但是复复演说说的错错误在在于把把个体体发展展与种种系发发展完完全等等同起起来，，从而而引向向了生生物决决定论论。第三节节儿儿童发发展研研究方方法一、观观察法法：观观察者者通过过自己己的感感官或或仪器器，对对儿童童的心心理和和行为为变化化进行行有目目的、、有计计划的的观察察。（一））长期期观察察和定定期观观察长期观观察定期观观察（二））全面面观察察和重重点观观察全面观观察重点观观察优点：：现场场观察察，资资料更更客观观、全全面、、准确确缺点：：观察察质量量的高高低决决定于于观察察者本本人的的专业业水平平第三节节发发展展心理理学的的主要要研究究方法法认人为为父的的小鹅鹅二、访访谈法法访谈法法：研研究者者通过过与儿儿童进进行口口头交交谈，，了解解和搜搜集有有关心心理特特征资资料的的方法法。访谈法法在儿儿童心心理学学研究究中具具有重重要意意义和和作用用。根据访访谈内内容和和过程程是否否有统统一要要求和和结构构：结结构访访谈、、非结结构访访谈根据是是否借借助一一定的的中介介物：：直接接访谈谈和间间接访访谈优点：：较针针对性性地收收集证证据，，情境境自然然缺点：：访谈谈结果果的准准确性性和有有效性性受到到访谈谈者自自身条条件的的限制制，费费时多多，对对访谈谈结果果进行行量化化的难难度也也较大大三、问问卷法法是研究究者用用同一一设计计的问问卷来来搜集集儿童童心理理和行行为资资料的的方法法问题是是问卷卷的核核心。。优点：：更具具目的的性，，内容容更加加完整整，设设计更更加严严密，，标准准化程程度较较高，，可以以在短短时间间内搜搜集到到大量量的资资料，，所得得数据据也便便于定定量分分析。。缺点：：问卷卷设计计最关关键。。如果果不当当，会会达不不到预预期效效果，，对被被试有有书面面语能能力的的要求求。四、测测验法法测验法法：通通过测测验量量表来来测查查儿童童心理理发展展特点点和规规律的的方法法。编编制测测验量量表需需要经经过编编制测测验题题目、、预测测、项项目分分析、、合成成测验验、取取得信信度和和效度度资料料，建建立常常模等等标准准化过过程。。应用用经过过标准准化测测验量量表进进行测测量，，将其其得分分与常常模分分数进进行比比较，，就可可以清清楚地地了解解儿童童在某某方面面的发发展水水平。。如中国国比内内测验验、韦韦克斯斯勒智智力量量表、、瑞文文测验验，卡卡特尔尔16项人格格因素素量表表。优点：：测验验量表表的编编制严严谨，，结果果处理理方便便，由由于一一些常常模的的存在在，可可以直直接进进行对对比研研究。。缺点：：受被被试口口头语语言和和书面面语言言能力力的限限制，，不能能用于于测差差低幼幼儿童童。瑞文测测验瑞文智智力测测验画树测测验画人测测验五、实实验法法实验法法：通通过创创设一一定的的情境境，操操纵和和控制制某些些实验验变量量，来来探讨讨儿童童心理理发展展的原原因和和规律律的方方法。。（一））实验验室实实验：：是在在专门门的实实验室室内，，利用用专门门的仪仪器和和设备备，对对儿童童的心心理发发展所所进行行的研研究，，关于于儿童童的各各种认认知能能力，，如感感觉、、知觉觉、已已忆、、思维维等心心理过过程多多用实实验室室方法法进行行。如对婴婴儿颜颜色知知觉的的研究究被试：：3、4个月的的婴儿儿过程：：对480毫微米米蓝波波形成成习惯惯化；；呈现450毫微米米蓝色色510毫微米米绿色色结果：：婴儿儿对绿绿色表表现出出去习习惯化化，但但对蓝蓝波没没有。。结论：：婴儿儿和成成人一一样，，是按按颜色色的不不同类类别做做出反反应的的。优点：：能够够严格格地控控制和和操纵纵变量量，揭揭示变变量间间的因因果关关系；；对实实验过过程和和结果果的记记录客客观、、准确确，利利于定定量分分析，，这就就在很很大程程度上上提高高了研研究的的科学学性。。局限：：与儿儿童的的实际际生活活相脱脱节，，使儿儿童的的表现现易带带上非非自然然性色色彩。。（二））现场场实验验：是是在现现实的的真实实环境境中，，对儿儿童心心理发发展状状况所所进行行的研研究。。现场场实验验的整整体实实验情情景是是自然然的，，但又又对某某些因因素进进行了了有目目的、、有计计划的的控制制。优点：：保证证了研研究具具有较较高的的内部部和外外部效效度。。局限：：由于于这种种研究究在环环境上上的开开放性性，因因而很很难对对有些些无关关变量量进行行很理理想的的控制制，样样本的的代表表性也也不易易控制制在具体体的研研究中中，究究竟采采用实实验室室实验验还是是采用用现场场实验验，要要根据据研究究的具具体目目的来来决定定：对对那些些不易易受场场景影影响，，又需需要对对其过过程进进行严严密控控制的的心理理过程程，用用实验验室实实验的的方式式比较较好；；对于于儿童童的某某些社社会行行为的的研究究应用用现场场实验验法更更合适适。罗森塔尔尔效应48InfluencesAttitudesandbeliefsoftheculture,andsub-cultureandfamilyunitswecomefromAlltheseshapeourimageofthechild,justastheyshapetheworkofthemajortheoristsOurbeliefswillinfluencewhatwemightfindusefulfromdifferenttheorists49ImagesofthechildDoviewchildrenas:SeekersofknowledgeOREmptyvesselsforustopourknowledgeinto?Doyouviewbabiesas:PeopleseekingrelationshipsORPeoplewhoneedtobetaughttorelate50Whathasinfluencedthewayyouviewchildren/babies?51OurimageofthechildinourculturehelpsustoformtheseanswersItisimportanttobeawareoftheimagesweworkwithRe-examinationofyourviewofthechildkeepstheseimagesrelevantandopentochangethroughoutourprofessionalcareers52Doyouvalueknowledgegainedthroughgroupworkmore(orless)thanknowledgegainedalone?Why????53MaingroupsoftheoriesMaturationist–AGessell,NChomskyBehaviourist–BSkinner,JWatson,IPavlovDevelopmentalInteractionists–UBronfenbrenner,JPiaget,LVygostky54WhichTheory?Inassessingtheoriesaskyourself:Howdoesthistheoryexplainbehaviour?Howdoesthistheoryhelpmetopredictbehaviour?Howwillthistheoryassistmeinapracticalsituation?55Throughoutthisunityouwillstudyfourmaintheorists:MaslowPiagetVygotskyErikson56MaslowAbrahamMaslowdevelopedatheorybasedonbasicneeds.Hebelieved:thatpeoplegenerallyhavethesamebasicneeds.thatinordertothriveanddevelopweneedtomeettheseneedsthattheneedtogrowanddevelop,tostriveforimprovementiswithinallofus

SelfActualisation(SelfrespectApproval)Esteem(Respect,approval)Love&Belonging(Family,Community,Friendship),Safety(security,protection)PhysicalNeeds(FoodSleepWater)57JeanPiagetTheoryonCognitiveDevelopmentConstructingKnowledgeSchemataAssimilationAccomodationConceptdevelopmentConservation58Piaget’’sstagesofcognitivedevelopmentSensori-Motor–(0-2yrs)explorationusingsenses.Sensoryplayimportant(mouthing,sucking,banging,smellingandlooking).EgocentricPre-operational––(2––7yrs)languageandimaginationtoextendthinkingandunderstanding–lessegocentric59Concreteoperational––(7-11yrs)developskillsofthinkinglogicallyinavarietyofpracticalor‘‘concrete’’situations.Moreorganisedthought(Categories)LogicalratherthanabstractthinkersFormaloperational(11+years)moreabstractargumentsanddiscussions.Broaderissuesoftheworldtakeamoreimportantrole.60LevVygostkyLanguageandCognition“Whatachildcandoinco-operationtoday,hecandoalonetomorrow.””Vygotsky(1967)SocialConstructivistTheoryHeavieremphasisthanPiagetontheimportanceofsocialinteractionandlanguageingrowthofthinking61LearningisaresultofsocialcontactandinteractionwithsignificantandfamiliarpeopleEmphasisedtheimportanceofgesturesofthepre-linguisticchild––bodymovementsshowbeginningsofsymbolicthoughtAndimportanceofinnerspeech––‘‘talkingthrough’aproblem(selftalk)62ZoneofProximalDevelopment(ZPD)TheZPDisabout"candowithhelp",notasapermanentstatebutasastagetowardsbeingabletodosomethingonyourown.Thekeyto"stretching"thelearneristoknowwhatisinthatperson'sZPD—whatcomesnext,forthem.‘Scaffolding’’–addingknowledgeandunderstanding.63ErikEriksonPsychosocialTheoryFocusonsocialandemotionaldevelopmentInfluencedbyFreudiantheoryHebelievedthatPeoplegenerallyhavethesamebasicneedsOurpersonalitydevelopsandchangesinresponsetotheseneedsDevelopmentproceedsinstagesthatmatchbiologicallifespanstagesEachstageischaracterisedbyacrisis––socialexpectationsMotivationtomeetthesechallengeswillvaryfromstagetostage64Erikson’sstages(8stagesinall–only4outlinedhere)1:TrustvsMistrust(infancy)––“willItrusttheworld?””Infantdevelopsprimarythensecondaryattachments.Infantbeginstotrustthatbasicneedswillbemet.Developmentoftrustimportanttofuturerelationshipsandemotionaldevelopment.652:Autonomyv’sshameanddoubt(toddlerhood)“canIdothisbymyself””Toddlerseeksapprovalfromadults.Improvedselfhelpskills––requiressupportandguidanceofcarersinorderforautonomytodevelop.663.InitiativevsGuilt(preschoolyears)“IswhatIdoandthinkOK?””Childsometimesoverstepslimits––experienceguilt.Childislearningsocialrulesandconsequencesforbreachofrules674.IndustryvsInferiority(schoolage)““CanImasterthisskill?”Learningandusingpro-socialskillsandbehaviour.Moresureofownabilitiesandbecomemoreindependent.PeeracceptanceisimportantFeelingsofinferiorityarecommonaschildseeksacceptanceandapproval–selfesteemlowersduringmiddlechildhoodTheoriesofChildDevelopmentJeanPiaget•LevVygotsky

AbrahamMaslow•B.F.Skinner•ErikErickson•HowardGardnerWhyStudyChild&ParentingDevelopmentTheories?Theorieshelppeople:Organizetheirideasaboutraisingchildren.Understandinfluencesonparenting.Discovermorethanonewaytointeractwithchildren.Analyzethebenefitsandconsequencesofusingmorethanonetheory.WhyStudytheSelectedTheories?Theselectedtheories:Havebeenpopularandinfluential.Representdifferentapproachestoparent-childinteraction.Offerhelpinthe“realworld”ofdailychild-rearing.Makegoodcommonsense.LevVygotsky-1896-1934MainpointsDevelopmentisprimarilydrivenbylanguage,socialcontextandadultguidance.KeyWordsZoneofproximaldevelopmentScaffoldingTheculturesinwhichchildrenareraisedandthewaysinwhichtheyinteractwithpeopleinfluencetheirintellectualdevelopment.Fromtheirculturalenvironments,childrenlearnvalues,beliefs,skills,andtraditionsthattheywilleventuallypassontotheirownchildren.Throughcooperativeplay,childrenlearntobehaveaccordingtotherulesoftheircultures.Learningisanactiveprocess.Learningisconstructed.Whatis:ZoneofProximalDevelopmentItisarangeoftasksthatachildcannotyetdoalonebutcanaccomplishwhenassistedbyamoreskilledpartner.Thereisazoneofproximaldevelopmentforeachtask.Whenlearnersareinthezone,theycanbenefitfromtheteacher’sassistance.Learnersdevelopatdifferentratessotheymaydifferintheirabilitytobenefitfrominstructions.Whatis:ScaffoldingAssistancethatallowsstudentstocompletetasksthattheyarenotabletocompleteindependently.Effectivescaffoldingisresponsivetostudents’needs.Inclassroom,teachers’providescaffoldingby:BreakingcontentintomanageablepiecesModelingskillsProvidepracticeandexampleswithpromptsLettinggowhenstudentsarereadyLifeisaseriesofstages.Eachindividualmustpassthrougheachstage.Thewayinwhichapersonhandleseachofthesestagesaffectstheperson’sidentityandself-concept.Thesepsychosocialstagesare:Trustvs.mistrust(birthto1year)Autonomyvs.shame&doubt(2to3years)Initiativevs.guilt(4to5years)Industryvs.inferiority(6to11years)Identityvs.roleconfusion(12to18years)Intimacyvs.isolation(youngadulthood)Generativityvs.stagnation(middleadulthood)Integrityvs.despair(olderadulthood)PsychosocialTheoryofHumanDevelopment––ErikEriksonStageAgeBasic

ConflictImportant

EventSummaryOral-sensoryBirthto12to18monthsTrustvs.MistrustFeedingTheinfantmustformafirstloving,trustingrelationshipwiththecaregiver,ordevelopasenseofmistrust.Muscular-Anal18months

to3yearsAutonomyvs.

Shame/DoubtToilet

trainingThechild'senergiesaredirectedtowardthedevelopmentofphysicalskill,includingwalking,grasping,andrectalsphinctercontrol.Thechildlearnscontrolbutmaydevelopshameanddoubtifnothandledwell.Locomotor3to6yearsInitiativevs.

GuiltIndependenceThechildcontinuestobecomemoreassertiveandtotakemoreinitiative,butmaybetooforceful,leadingtoguiltfeelings.Latency6to12yearsIndustryvs.InferioritySchoolThechildmustdealwithdemandstolearnnewskillsorriskasenseofinferiority,failureandincompetence.Adolescence12to18yearsIdentityvs.

RoleConfusionPeerrelationshipsTheteenagermustachieveasenseofidentityinoccupation,sexroles,politics,andreligion.YoungAdulthood19to40yearsIntimacyvs.

IsolationLoverelationshipsTheyoungadultmustdevelopintimaterelationshipsorsufferfeelingsofisolation.MiddleAdulthood40to65yearsGenerativityvs.StagnationParentingEachadultmustfindsomewaytosatisfyandsupportthenextgeneration.Maturity65todeathEgoIntegrityvs.DespairReflectiononandacceptanceofone'slifeTheculminationisasenseofoneselfasoneisandoffeelingfulfilled.Erikson’sPsychosocialTheoryofHumanDevelopmentAutonomyvs.Shame/DoubtTrustvs.MistrustInitiativevs.GuiltIndustryvs.InferiorityIdentityvs.RoleConfusionIntimacyvs.IsolationEgoIntegrityvs.DespairGenerativityvs.StagnationCritiqueofErikEriksonSupportersofthisEriksoniantheory,suggestthatthosebestequippedtoresolvethecrisisofearlyadulthoodarethosewhohavemostsuccessfullyresolvedthecrisisofadolescence.Ontheotherhand,Erikson'stheorymaybequestionedastowhetherhisstagesmustberegardedassequential,andonlyoccurringwithintheagerangeshesuggests.Thereisdebateastowhetherpeopleonlysearchforidentityduringtheadolescentyearsorifonestageneedstohappenbeforeotherstagescanbecompleted.TheoryofBehaviorism-

B.FSkinner&othersBasedonLocke’stabularasa(“cleanslate”)idea,Skinnertheorizedthatachildisan“emptyorganism”thatis,anemptyvesselwaitingtobefilledthroughlearningexperiences.Anybehaviorcanbechangedthroughtheuseofpositiveandnegativereinforcement.Behaviorismisbasedoncause-and-effectrelationships.Pavlo'sdoggameClassicalConditioningPavlov'sDogsMajorelementsofbehaviorisminclude:PositiveandnegativereinforcementUseofstimulusandresponseModelingConditioning.IvanPavlovAlbertBanduraSkinnerBoxOperantConditioningTheoryofMultipleIntelligence

HowardGardnerHowardGardner’stheoryHowardGardnerdefinesintelligenceas"thecapacitytosolveproblemsortofashionproductsthatarevaluedinoneormoreculturalsetting"(Gardner&Hatch,1989).Usingbiologicalaswellasculturalresearch,heformulatedalistofsevenintelligences.Thisnewoutlookonintelligencediffersgreatlyfromthetraditionalviewthatusuallyrecognizesonlytwointelligences,verbalandmathematical.WhoisHowardGardner?HowardGardnerisapsychologistandProfessoratHarvardUniversity'sGraduateSchoolofEducation.Basedonhisstudyofmanypeople,Gardnerdevelopedthetheoryofmultipleintelligences.Gardnerdefinesintelligenceas“abilitytosolveproblemsortocreateproductswhicharevaluedinoneormoreculturalsettings.”AccordingtoGardner,8differenttypesofintelligencearedisplayedbyhumans.Gardner’sIntelligences:Logical-MathematicalIntelligenceconsistsoftheabilityto:detectpatternsreasondeductivelythinklogicallyThisintelligenceismostoftenassociatedwithscientificandmathematicalthinking.Famousexamples:AlbertEinstein,JohnDewey.LinguisticIntelligenceinvolveshavingamasteryoflanguageThisintelligenceincludestheabilitytoeffectivelymanipulatelanguagetoexpressoneselfrhetoricallyorpoetically.Italsoallowsonetouselanguageasameanstorememberinformation.Famousexamples:CharlesDickens,AbrahamLincoln,T.S.Eliot,SirWinstonChurchill.SpatialIntelligencegivesonetheabilitytomanipulateandcreatementalimagesinordertosolveproblems.Thisintelligenceisnotlimitedtovisualdomains--Gardnernotesthatspatialintelligenceisalsoformedinblindchildren.Famousexamples:Picasso,FrankLloydWrightMusicalIntelligenceencompassesthecapabilitytorecognizeandcomposemusicalpitches,tones,andrhythms.(Auditoryfunctionsarerequiredforapersontodevelopthisintelligenceinrelationtopitchandtone,butthesefunctionswouldnotbeneededfortheknowledgeofrhythm.)Famousexamples:Mozart,LeonardBernstein,RayCharles.Bodily-KinestheticIntelligenceistheabilitytouseone'smentalabilitiestocoordinateone'sownbodilymovements.Thisintelligencechallengesthepopularbeliefthatmentalandphysicalactivityareunrelated.Theabilitytouseyourbodyskillfullytosolveproblems,createproductsorpresentideasandemotions.Anabilityobviouslydisplayedforathleticpursuits,dancing,acting,artistically,orinbuildingandconstruction.Youcanincludesurgeonsinthiscategorybutmanypeoplewhoarephysicallytalented–"goodwiththeirhands"–don'trecognizethatthisformofintelligenceisofequalvaluetotheotherintelligences.Famousexamples:CharlieChaplin,MichaelJordan.InterpersonalIntelligenceTheabilitytoworkeffectivelywithotherstorelatetootherpeopledisplayempathyandunderstandingnoticetheirmotivationsandgoals.Thisisavitalhumanintelligencedisplayedbygoodteachers,facilitators,therapists,politicians,religiousleadersandsalespeople.Famousexamples:Gandhi,RonaldReagan,MotherTeresa,OprahWinfrey.IntrapersonalIntelligenceTheabilityforself-analysisandreflection––tobeableto:quietlycontemplateandassessone'saccomplishmentsreviewone'sbehaviorandinnermostfeelingsmakeplansandsetgoalsknowoneselfPhilosophers,counselors,andmanypeakperformersinallfieldsofendeavorhavethisformofintelligence.Famousexamples:Freud,EleanorRoosevelt,Plato.Naturalistintelligencedesignatesthehumanabilitytodiscriminateamonglivingthings(plants,animals)aswellassensitivitytootherfeaturesofthenaturalworld(clouds,rockconfigurations).tomakedistinctionsinthenaturalworldandtousethisabilityproductively–forexampleinhunting,farming,orbiologicalscience.Farmers,botanists,conservationists,biologists,environmentalistswouldalldisplayaspectsoftheintelligence.Famousexamples:CharlesDarwin,RachelCarson.Canwebemorethanone?Yes!Althoughtheintelligencesareanatomicallyseparatedfromeachother,Gardnerclaimsthattheeightintelligencesveryrarelyoperateindependently.Rather,theintelligencesareusedconcurrentlyandtypicallycomplementeachotherasindividualsdevelopskillsorsolveproblems.Forexample,adancercanexcelinhisartonlyifhe/shehasstrongmusicalintelligencetounderstandtherhythmandvariationsofthemusicbodily-kinestheticintelligencetoprovidehimwiththeagilityandcoordinationtocompletethemovementssuccessfullyinterpersonalintelligencetounderstandhowhecaninspireoremotionallymovehisaudiencethroughhismovementsThebehaviorofchildrenandthedevelopmentoftheirthinkingcanonlybeexplainedbytheinteractionofnature(intrinsicdevelopment)andnurture(extrinsicenvironmentalfactors).JeanPiaget-1896-1980Goalofcognitivedevelopment–BiologicalsurvivalCognitivedevelopmentasbiologicaladaptation–Adaptationofmentalconstructsfromexperiences–Learneras‘thelittlescientist’’Knowledgeoriginatesfromtheenvironment–Assimilation+accommodationleadtoequilibrium–Cognitivedevelopmentinvolvesactiveselection,interpretation,andconstructionofknowledgeKeywordsCognitivelearningtheory;assimilate;symbolism;accommodate;egocentric;decentre;conservatism;activelearners;schemata;sensory-motor;stages;pre-operational;animism;moralrealism;concreteoperations;formaloperationsJeanPiaget(1896-1980)CognitiveDevelopmentTheoryTwoprocessesareessentialfordevelopment:AssimilationLearningtounderstandeventsorobjects,

basedonexistingstructure.AccommodationExpandingunderstanding,basedonnewinformation.PiagetChildrenpassthroughspecificstagesastheydeveloptheirCognitiveDevelopmentskills:Sensorimotor––birth-2years–infantsdeveloptheirintellectPreoperational–2-7years–childrenbegintothinksymbolicallyandimaginativelyConcreteoperational––7-12years–childrenlearntothinklogicallyFormaloperational–12years–adulthood–adultsdevelopcriticalthinkingskillsMaslow’sTheoryMaslow’stheorymaintainsthatapersondoesnotfeelahigherneeduntiltheneedsofthecurrentlevelhavebeensatisfied.Maslow'sbasicneedsareasfollows:PhysiologicalNeedsFoodAirWaterClothingSexBasicHumanNeedsSafetyNeedsProtectionStabilityPainAvoidanceRoutine/OrderSafetyandSecuritySocialNeedsAffectionAcceptanceInclusionLoveandBelongingEsteemNeedsSelf-RespectSelf-EsteemRespectedbyOthersEsteemSelf-ActualizationAchievefullpotentialFulfillment阶段StagesofGrowthandDevelopmentInfancyNeonateBirthto1monthInfancy1monthto1yearEarlyChildhoodToddler1-3yearsPreschool3-6yearsMiddleChildhoodSchoolage6to12yearsLateChildhoodAdolescent13yearstoapproximately18yearsPrinciplesofGrowthandDevelopmentGrowthisanorderlyprocess,occurringinsystematicfashion.Ratesandpatternsofgrowtharespecifictocertainpartsofthebody.Wideindividualdifferencesexistingrowthrates.Growthanddevelopmentareinfluencesbyareinfluencesbyamultiplefactors.PrinciplesContinuedDevelopmentproceedsfromthesimpletothecomplexandfromthegeneraltothespecific.Developmentoccursinacephalocaudalandaproximodistalprogression.Therearecriticalperiodsforgrowthanddevelopment.Ratesindevelopmentvary.Developmentcontinuesthroughouttheindividual'slifespan.GrowthPatternGrowthPatternsThechild’spatternofgrowthisinahead-to-toedirection,orcephalocaudal,andinaninwardtooutwardpatterncalledproximodistal.Whydevelopmentalassessment?Earlydetectionofdeviationinchild’spatternofdevelopmentSimpleandtimeefficientmechanismtoensureadequatesurveillanceofdevelopmentalprogressDomainsassessed:cognitive,motor,language,social/behavioralandadaptiveGrossMotorSkillsTheacquisitionofgrossmotorskillprecedesthedevelopmentoffinemotorskills.BothprocessesoccurinacephalocaudalfashionHeadcontrolprecedingarmandhandcontrolFollowedbylegandfootcontrol.GrossMotorDevelopmentNewborn:barelyabletolifthead6months:easilyliftshead,chestandupperabdomenandcanbearweightonarmsHeadControlNewbornAge6monthsSittingup2monthsold:needsassistance6monthsold:cansitaloneinthetripodposition8monthsold:cansitwithoutsupportandengageinplaySittingUpAge2monthsAge8monthsAmbulation9monthold:crawl1year:standindependentlyfromacrawlposition13monthold:walkandtoddlequickly15monthold:canrunAmbulation13montholdNineto12-monthsFineMotor-InfantNewbornhasverylittlecontrol.Objectswillbeinvoluntarilygraspedanddroppedwithoutnotice.6monthold:palmargrasp––usesentirehandtopickupanobject9monthold:pincergrasp––cangraspsmallobjectsusingthumbandforefingerSpeechMilestones1-2months:coos2-6months:laughsandsqueals8-9monthsbabbles:mama/dadaassounds10-12months:“mama/dadaspecific18-20months:20to30words–50%understoodbystrangers22-24months:twowordsentences,>50words,75%understoodbystrangers30-36months:almostallspeechunderstoodbystrangersHearingBAERhearingtestdoneatbirthAbilitytohearcorrelateswithabilityenunciatewordsproperlyAlwaysaskabouthistoryofotitismedia––earinfection,placementofPET––tubesinearEarlyreferraltoMDtoassessforpossiblefluidinears(effusion)RepeathearingscreeningtestSpeechtherapistasneededFineMotorDevelopment6-month-old12-month-oldRedFlagsininfantdevelopmentUnabletositalonebyage9monthsUnabletotransferobjectsfromhandtohandbyage1yearAbnormalpincergriporgraspbyage15monthsUnabletowalkaloneby18monthsFailuretospeakrecognizablewordsby2years.